"Just continue to let your light shine. There's something about you that everybody will enjoy seeing… And I really just want them to remember that and to have fun." - Yolanda Turner, teacher at Sumner High School
The setting
It is lunch break at Hillsborough Sumner High School, and all the students have gathered in the school cafeteria to eat, relax and play games. It was a day full of exams, and the 8th grade ‘Stingrays’ decide to enjoy a well-deserved break with some dance moves and get to it all powered up. They are used to doing dance offs at their school, and this day is no exception since most of these teenagers regularly choose music and dancing as a means of unwinding and letting off steam. However, as they start to perform some smooth hip-hop moves, all energised and pumped up, enthralled by their dance contest, the following scene is going to catch them off-guard.
Thirteen-year-old O’Rian takes the floor and starts shaking and twirling, popping and locking to the upbeat music. All the other kids gathered around the designated space clap and whoop, elevated by the music and the rhythm. Young O’Rian, all caught-up in his moment while doing his solo, looks up and sees his former study skills teacher Ms. Turner looking at him grooved and serious at the same time. Very involved in his own dancing, he approaches her with some swift dance moves. Without giving it too much thought, he ends his pirouette on her face, and impulsively pats her on the shoulders as if to call her out to the dance floor. For a fraction of a second, everybody froze in the school cafeteria. It is one thing for a student to socially interact with a teacher inside the school community context, and a completely different situation to physically challenge your teacher to a dance face off, just as you would with a peer. Therefore, it was natural for the whole lot of kids gathered around to be taken aback by O’Rians’ unexpected call, awaiting for Ms. Turner’s reaction in apprehension. Would she get mad? Would she reprimand O’Rian? Would she cancel the dance-off? Would this action have repercussions for all the students?...
Text by: Panoraia (Rea) Balali,
The challenge
To everyone’s surprise… she accepts the challenge. And she brings the house down! Little O’Rian, as if awoken from a dream, gives a jaw dropping reaction and makes way for the teacher to step in. The students, relieved with the unexpected turnout, and awestruck by Turner's dance moves as she begins to twirl and bounce, snap and krump with incredible style, start screaming, cheering and keeping time. Ms. Turner literally gets powered up; the more they yell, the more she gets fuelled to dance even better. Eyes are glowing; everybody is ecstatic and pumped; everybody is having a great time. The instance gets caught on camera, and this Hillsborough High school teacher’s epic dance-off goes viral on social media leaving its mark forever in their hearts.
The moral
This was a moment the students will never forget. Not only because one of their teachers showcased her exceptional dance routines, but because this inviting and accepting ritual-routine served as a vehicle to connect and establish a deeper bond with what is stereotypically deemed an authority figure, a source of knowledge and guidance, their teacher. Undeniably, this fortuitous dance-off brought the whole school community closer together and created a memorable moment for both students and teachers alike. However, it largely served as a reminder that everyone, regardless of their role or position, has the capacity to step out of their box, have fun and connect with others in unexpected ways. This experience proved to everyone that there can be a level of camaraderie and mutual respect between students and teachers, leading to a more positive, less biased, inclusive school community. That day, the students did not only realise that their teachers can be more than just authority figures, but that they are individuals with passions and interests outside of their academic roles. That incident allowed them to establish a connection with each other on a different level and break down the typical student-teacher dynamic.
Analysis
It is worth looking at some deep-rooted stereotypes and misconceptions that adults carry about adolescence. A vast majority views teenagers as being constantly moody and unpredictable, lazy and entitled; not willing to work hard or take responsibility. They are deemed overly focused and dependent on technology and social media, unable to disconnect from their devices. They are considered self-centred and self-absorbed, disrespectful and rebellious in the sense that they lack respect for any authority.
On the flip side, information based on research in neuroscience from studies held at the *National Institute of Mental Health (NIMH) reveals that the teenage brain undergoes significant changes during the adolescent period, particularly in the prefrontal cortex, an area of the brain responsible for decision making, problem solving, and emotional regulation. These changes are due to the ongoing process of neurodevelopment. During this time, the brain is rewiring and developing new neural connections which can lead teenagers to impulsive behaviour, heightened emotions, and increased risk-taking. The brain continues to develop and mature into the early 20s, and the experiences and choices made during the teenage years can have lasting effects on the brain's structure and function. After all, it seems not surprising that adults and teenagers struggle to communicate effectively, and often experience communication breakdowns.
Lessons learnt
There is so much to take home from the story of O'Rian and Ms. Turner on how to connect with teenagers.
Lesson 1: Show interest in their passions. By accepting O'Rian's invitation to dance, Ms. Turner showed that she was open to understanding and participating in the interests of her students. Her action created a positive and memorable experience for the students and led to the nurturing of a closer relationship.
Lesson 2: Break down barriers. By participating in the dance contest, Ms. Turner was able to break down the typical teacher-student dynamic and interact with her students on a more personal level, stepping out of her strict academic role.
Lesson 3: Be spontaneous and authentic. The dance contest was an unexpected event that allowed for a fun and spontaneous moment between the students and their teacher. By taking the challenge, she became an advocate for true self-expression. To quote the words of this inspired educator: "I really try to emphasise for kids to be their authentic selves and to really never be afraid to express who they are no matter who's watching." (Yolanda Turner, 51).
Lesson 4: Respect and appreciate differences. By participating in the dance contest, Ms. Turner demonstrated her respect for the students' interests and abilities, even if they were different from her own. Her actions fostered a positive and inclusive environment where teenagers feel valued and appreciated.
Lesson 5: Be caring and supportive. Connecting with teenagers requires being an active listener, open-minded, engaging in their interests, breaking down barriers, and questioning authority of any kind while also showing respect and appreciation for their differences.
Conclusions
It is high time we cultivated a culture of care, compassion and connectedness in education. An environment of kindness and empathy in which students feel valued, respected, and encouraged to reach their full potential regardless of their backgrounds or experiences. A care-focused education which will address the mental and emotional needs of students, creating a more inclusive, supportive and equitable learning environment in today’s shifting educational landscape.
Appendix
The National Institute of Mental Health (NIMH) is a part of the National Institutes of Health (NIH), which is the primary agency of the United States government responsible for biomedical and public health research. The NIMH is the largest research organisation in the world dedicated to mental health.
